The Hazel Leys Academy officially opened on 1 September 2015 future reports will be published fully
To read our most recent Ofsted report, please click on the link below.
Hazel Leys Academy celebrates glowing Ofsted report
Hazel Leys Academy – a primary school in Corby - is celebrating after receiving a glowing Ofsted report which has seen them go from rated as “Requires Improvement” to “Good” in all areas. This has come after three years of rapid improvement which began after the school’s conversion to an academy and became part of Greenwood Academies Trust in September 2015.
Inspectors heaped praise on the senior leaders, including the Trust, which the report says has been “successful in improving teaching and pupil’s achievement.” The report said that Mrs Bain, who was appointed Principal prior to the school becoming a the academy in 2015, is “steadfast in her resolve to lead the school by focusing directly on the needs of the pupils. Her strategic approach is ably supported by a strong leadership team and the multi-academy trust.”
The report also specifically highlighted the support provided to the academy by Greenwood Academies Trust, including the support the Trust provides to staff development and the sharing of best practice, and the extensive sports programme offered by the Trust to all of its academies, which provides pupils and students with opportunities for high-quality sporting experiences.
Other areas of success highlighted by the report, includes:
- “The quality of the school’s self-evaluation is strong. Leaders and trustees have an accurate understanding of the school's strengths and the areas that require further improvement.”
- “Pupils make good progress from their starting points in English and mathematics and across a wide range of other subjects.”
- “The quality of teaching is good and improving. Teachers make learning interesting and enjoyable for pupils. Teaching assistants support pupils well.”
- “The curriculum, including additional activities, provides pupils with a broad range of learning experiences that enable them to enjoy school. This prepares them well for life in 21st century Britain and for their next stage in education.”
- “Children make a good start to their school lives in the early years provision. They benefit from a
caring, spacious and stimulating environment ”
- “Pupils have good attitudes to learning and work well together in classrooms.”
- “The partnership with parents and carers is developing well, and there is a range of opportunities to involve them with their child’s learning.”
Our priorities for improvement;
Continue to improve attainment for all pupils in reading, writing and mathematics by:
– ensuring that teachers give pupils clear instructions on how to improve their work
– ensuring that teachers match activities to pupils’ needs more precisely so that more pupils, especially most-able pupils, are challenged sufficiently
– ensuring that teachers have consistently high expectations of how pupils present their work
– ensuring that teachers provide focused interventions, especially for pupils in Years 5 and 6, that enable pupils to fill the gaps in their knowledge so that more achieve the expected standard by the end of key stage 2.
Improve attendance and reduce persistent absenteeism by:
– continuing to embed the strategies that have brought about improvements, including challenging and supporting parents to make sure that their children are in school more often.